印尼汉语教学中的当代中国发展影响研究
|
摘要
印尼汉语教学20年来迅速恢复和发展,呈现出一些新趋向。其中两个比较明显:一个是在传统中国文化知识教学基础上增加了当代中国发展的内容;另一个是印尼华人主导的汉语学习者群体日渐本土族裔化。两者分别从不同的方面彰显当代中国的发展与印尼汉语教学之间的关系。挖掘和研究当代中国发展对印尼汉语教学发展的影响将有助于发挥印尼汉语教学在促进中国和印尼两国人民相互认知方面的平台作用。
As the teaching of Chinese has taken on a new look in Indonesia over past twenty years, the writer of this paper centers on the enriching of contemporary knowledge in the local Chinese teaching, and the increasing of indigenization of Chinese learners. All this has revealed a close link between rapid development of contemporary China and Chinese teaching. So, it is necessary to explore over the platform of Chinese teaching and its role in deepening an understanding of the two peoples.
As the teaching of Chinese has taken on a new look in Indonesia over past twenty years, the writer of this paper centers on the enriching of contemporary knowledge in the local Chinese teaching, and the increasing of indigenization of Chinese learners. All this has revealed a close link between rapid development of contemporary China and Chinese teaching. So, it is necessary to explore over the platform of Chinese teaching and its role in deepening an understanding of the two peoples.
引文
[1] Chia-Lin Hsin.Language and Culture in Foreign Language Teaching[EB/OL].http://www.leeds.ac.uk/educol/documents/178899.pdf.
[2] Godfrey Chisoni.The Influence of Chinese Culture on Learning Chinese as a Second Language:A Case Study of Zimbabwean Students Learning Chinese as a Second Language.International Journal of Language and Linguistics.Vol.3,No.2,2015,pp.33-39.
[3] Teaching Chinese Language and Culture Authentically[EB/OL].http://confucius.umn.edu/teachers/pd/star_talk/tccla/startalk_tccla_registration_FORM.pdf.
[4] 李嘉郁.对华文教育中的文化问题的几点认识[J].海外华文教育.2002(1).
[5] 刘玉红.印尼华裔新生代中华文化认同与华文教育研究[J].海外华文教育.2016(4).
[6] Friederike Klipel.Cultural Aspects in Foreign Language Teaching.Journal for the Study of British Cultures,Vol.1,No.1/94,pp.59-60.
[7] Grace Tan-Johannes.Why more Chinese Indonesians are learning Mandarin,and nurturing their children’s sense of belonging to Chinese culture.South China Morning Post,29 Sep.2018[EB/OL].https://www.scmp.com/lifestyle/families/article/2160779/three-reasons-more-chinese-indonesians-are-learning-mandarin-and.
[8] Edward Wong.Indonesians Seek Words to Attract China’s Favor.New York Time,May 1,2010[EB/OL].https://www.nytimes.com/2010/05/02/world/asia/02chinindo.html.
[9] 王爱平.印尼华文教育定位问题的再探讨——从三百余名印尼华裔、非华裔学生语言文化背景的调查谈起[J].华侨大学学报,2005(6).
[10] Galloway,Vicki (1999).Bridges and Boundaries:Growing the Cross-Cultural Mind.In Kassen,Margaret Ann (Ed.),Language Learners of Tomorrow:Process and Promise,pp.151-187.
[11] 樊荣,彭爽.汉语国际推广中的“文化融合”问题——以新加坡华文教育政策为例[J].东北师范大学学报(哲学社会科学版),2009(5).
[12] Charlotte SETIJADI.Being Chinese Again:Learning Mandarin in Post-Suharto Indonesia[EB/OL].https://ink.library.smu.edu.sg/soss_research/2720/.
[13] Rika Theo,Maggi Leung.China’s Confucius Institute in Indonesia:Mobility,Frictions and Local Surprises.Sustainability,Feb.2018,10(2):530.
① 本文使用“汉语”和“华语”两词。“汉语”用于讲述印尼孔子学院和印尼本土大学的语言教学,“华语”用于印尼国民学校和华文补习班的语言教学。
② “三语”指的是印尼语、英语和华语。根据印尼华语教育方面专家的说法,此种称谓尚未得到印尼教育部的承认。
③ 华人在印尼被视为一个族裔,称为“华族”。因此,印尼华人称印尼本土族裔为“友族”。
[2] Godfrey Chisoni.The Influence of Chinese Culture on Learning Chinese as a Second Language:A Case Study of Zimbabwean Students Learning Chinese as a Second Language.International Journal of Language and Linguistics.Vol.3,No.2,2015,pp.33-39.
[3] Teaching Chinese Language and Culture Authentically[EB/OL].http://confucius.umn.edu/teachers/pd/star_talk/tccla/startalk_tccla_registration_FORM.pdf.
[4] 李嘉郁.对华文教育中的文化问题的几点认识[J].海外华文教育.2002(1).
[5] 刘玉红.印尼华裔新生代中华文化认同与华文教育研究[J].海外华文教育.2016(4).
[6] Friederike Klipel.Cultural Aspects in Foreign Language Teaching.Journal for the Study of British Cultures,Vol.1,No.1/94,pp.59-60.
[7] Grace Tan-Johannes.Why more Chinese Indonesians are learning Mandarin,and nurturing their children’s sense of belonging to Chinese culture.South China Morning Post,29 Sep.2018[EB/OL].https://www.scmp.com/lifestyle/families/article/2160779/three-reasons-more-chinese-indonesians-are-learning-mandarin-and.
[8] Edward Wong.Indonesians Seek Words to Attract China’s Favor.New York Time,May 1,2010[EB/OL].https://www.nytimes.com/2010/05/02/world/asia/02chinindo.html.
[9] 王爱平.印尼华文教育定位问题的再探讨——从三百余名印尼华裔、非华裔学生语言文化背景的调查谈起[J].华侨大学学报,2005(6).
[10] Galloway,Vicki (1999).Bridges and Boundaries:Growing the Cross-Cultural Mind.In Kassen,Margaret Ann (Ed.),Language Learners of Tomorrow:Process and Promise,pp.151-187.
[11] 樊荣,彭爽.汉语国际推广中的“文化融合”问题——以新加坡华文教育政策为例[J].东北师范大学学报(哲学社会科学版),2009(5).
[12] Charlotte SETIJADI.Being Chinese Again:Learning Mandarin in Post-Suharto Indonesia[EB/OL].https://ink.library.smu.edu.sg/soss_research/2720/.
[13] Rika Theo,Maggi Leung.China’s Confucius Institute in Indonesia:Mobility,Frictions and Local Surprises.Sustainability,Feb.2018,10(2):530.
① 本文使用“汉语”和“华语”两词。“汉语”用于讲述印尼孔子学院和印尼本土大学的语言教学,“华语”用于印尼国民学校和华文补习班的语言教学。
② “三语”指的是印尼语、英语和华语。根据印尼华语教育方面专家的说法,此种称谓尚未得到印尼教育部的承认。
③ 华人在印尼被视为一个族裔,称为“华族”。因此,印尼华人称印尼本土族裔为“友族”。